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Executive  Training 
For  Foremen 


MacDonaid 


Suggestions  to  Leaders 


i  he  ieaaer  s  task  in  this  training  course 
is  not  so  much  to  give  lectures  as  to  stim- 
ulate and  guide  the  members  of  the  class 
in  thinking  out  their  own  problems. 
Tactful  handling  of  his  class  and  con- 
structive suggestions  that  incite  discus- 
sion are  prime  essentials. 


IHh:  RONALD  PRESS  COMPANY 

W  YORK 


PP 


http://www.archive.org/details/executivetraininOOmacdrich 


EXECUTIVE  TRAINING  FOR  FOREMEN 
A  Study  Course 

By 

D.  J.  UaoDONALD 

Professor  of  Vocational  Eduoation, 

University  of  Cincinnati^  with  the  Assistance 

of  Twelve  Manufacturing  Executives 


SUGGESTIONS  TO  LEADERS 


New  York 

The  Ronald  Press  Company 

1930 


EXECUTIVE  TRAINING  FOR  FOREMEN 


SUGGESTIONS  TO  LEADERS 


I 


Success  in  organizing  and  conducting  any 
kind  of  training  courses  depends  more  largely  upon 
the  lesuier  of  such  work  than  Is  ordinarily  believed. 
This  Is  especially  true  where  the  class  membership 
consists  of  those  who  have  been  engaged  for  a  long 
period  In  practical  work.   Were  It  possible  to  ascer- 
tain the  actual  caxises  of  failure  where  courses  of 
this  character  have  been  conducted.  It  would  doubt- 
less be  found  that  Incompetent  lesidershlp  stands  at 
the  head  of  the  list.   In  view  of  this.  It  will  be 
well  to  state  In  definite  form  what  leaders  of  such 
work  should,  and  should  not,  do. 

In  order  that  leadership  of  any  type  of 
work  may  meet  with  even  moderate  success.  It  la 
essential  that  four  fundamental  principles  be 
observed,  namely: 

(1)  The  leeuler  nust  know  definitely  what  he  is 

trying  to  get  done,  the  end  in  view,  the 
goal  he  is  aiming  at. 

(2)  He  must  understand  the  nature  of  those  tak- 

ing the  work,  what  their  experience  has 
been,  what  their  reactions  to  it  have 
been,  etc. 

(3)  He  must  know  how  to  find,  and  must  actually 

select  material  (sub;]ect  matter)  suitable 
for  making  the  end  in  view  attainable. 

(4)  He  oust  eidopt  and  pursue  such  methods  of 

dealing  with  both  the  members  of  the 

troup  and  the  material  as  will  contribute 
irectly  towards  the  desired  end. 

To  the  practical-minded  person  these  prin- 
ciples when  studied  will  seem  quite  self-evident, 
plain  common  sense,  in  fact.   As  a  result,  if  he  is 
not  careful,  he  is  lively  to  make  the  serious  mistake 


Character  and 
Aims  of  Leader 


501481 


of  treating  them  lightly.   It  has  been  well  said  that 
"the  moat  uncommon  thing  In  the  world  is  oomcon 
sense. "  It  cannot  be  emphasized  too  often  or  too 
strongly  that  these  four  fundamental  principles  must 
not  be  disregarded  if  the  leader  is  to  be  successful. 
They  must  govern  his  procedure. 

The  course  in  Management  for  Foremen  was 
prepared  with  the  foregoing  principles  in  mind.  But 
while  great  care  was  taken  in  organizing  it  in  such  a 
way  as  to  suggest  strongly  both  the  direction  to  be 
followed  aiid  the  method  of  handling,  it  was  fully 
realized  that  to  pin  down  such  a  oourse  in  advemce 
with  absolute  precision  is  quite  impossible.   The 
human  intermediary  mast  enter  in  if  guidance  of  any 
kind  is  to  bring  truly  satisfactory  results.  The  ex- 
perience of  certain  well-organized  correspondence 
courses  is  ample  proof  of  this  statement.  The  inter- 
pretation and  personal  contribution  of  a  competent 
leader  is  absolutely  essential  to  the  attainment  of 
good  results.  The  author  must  be  satisfied  to  indi- 
cate the  subject-matter  and  how  to  make  use  of  it. 
He  ceuinot  possibly  provide  a  substitute  for  the  human 
agent,  the  real  leaxier. 

As  to  the  requirements  laid  upon  the  leader 
of  such  a  course,  the  following  outline  of  the  charao- 
teristics  of  the  typical  foreman  are  suggestive. 
What  they  inqply  in  the  way  of  method  will  appear 
later. 

With  rare  exceptions  foremen  as  a  class  are 
men  of  mature  years  with  well-established  habits  and 
with  much  practical  experience  to  their  credit. 
Reliable  statistics  show  that  the  typical  foreman  has 
climbed  up  from  the  ranks,  and  that  he  has  had  little 
formal  schooling  beyond  that  required  by  law.   In 
fact,  a  considerable  per  cent  of  them  somehow 
escaped  even  complying  with  the  law,  their  education, 
barring  lio-lted  knowledge  of  the  three  R's,  being 
obtained  in  the  "school  of  hard  knocks."  It  need  not 
surprise  us,  in  view  of  these  facts,  that  such  men 
are  skeptical  regarding  educational  ventures  of  a|iy 
kind,  especially  when  so  few  of  the  group  have  ever 
profited  from  attending  training  classes.   In  fact, 
it  would  be  surprising  if  they  were  not  skeptical. 
How  auch  have  they  or  their  colleagues  ever  obtained 
from  the  schools  which  was  of  direct  aid  to  them  in 


Resouroefulnesa 
Essential 


The  Typical 
Foreman  - 
Experience 


their  work?   Is  it  not  true  that,  with  few  exceptions, 
educational  courses  have  been  pleinned  and  conducted 
without  the  slightest  regard  for  the  vocation  of  the 
Individual  student? 

Let  UB,  therefore,  approach  the  problem 
with  our  eyes  open,  and  expect  anything  but  excellent 
co-operation  at  first.   The  course  must  be  "sold"  to 
the  foreman-   He  scoffs  at  theory  in  spite  of  the 
fact  that  his  own  rise  from  the  ranks  is  due,  in  part 
at  least,  to  his  ability  to  make  use  of  it.   His 
motto  is,  "Practice  makes  perfect, "  regardless  of  the 
abundamce  of  evidence  to  the  contrary.   What  is  more, 
he  is  honest  in  his  convictions.   His  weakness  is 
that  he  does  not  clearly  see  the  distinction  between 
theory  and  practice,  and  their  respective  applica- 
tions.  He  does  not  realize  that  whenever  he  endeavors 
to  find  a  reason  for  doing  a  certain  thing,  or  to  get 
at  the  "why"  behind  it,  he  is  searching  for  theory. 
It  is  only  by  means  of  skillful  leading  that  he  may 
be  led  to  the  point  of  proper  appreciation. 

The  foreman's  practical  experience,  however 
successful  it  may  have  been,  has  often  developed  in 
him  a  pronounced  reluctance  to  discuss  even  his  most 
vexing  problems  with  others,  especially  with  the 
■higher  ups."  Pride  undoubtedly  plays  a  prominent 
part  here.   He  dislikes  to  admit  he  is  having  trouble 
•Ince  this,  according  to  his  way  of  thinking,  is  an 
open  admission  of  weakness.   Then,  too,  he  knows  full 
well  that  he  cannot  apeak  as  glibly  as  his  superiors, 
or  as  some  one  appointed  by  them  to  confer  with  him, 
and  in  consequence  he  decides  to  remain  discreetly 
silent.  Uore  often  than  not  he  will  sit  submissively 
through  a  lecture  or  a  conference  given  primarily  for 
his  benefit,  and  return  to  his  office  without  having 
received  any  substantial  assistance.   If  he  has  said 
anything,  it  has  been  in  the  nature  of  brief  replies 
to  questions. 


The 
likely  to  lay 
shoulders,  mai 
if  he  does  not 
eobarrasament 
it  is  useless 
oannot  appreci 
does  not  enter 


management,  in  such  cases,  is  quite 
the  blame  entirely  upon  the  foreman's 
ntainlng  that  he  should  ask  questions 

understand.   That  he  suffers  from 
or  false  pride,  or  possibly  feels  that 
to  say  anything  because  the  management 
ate  the  true  nature  of  the  problem, 

the  mind  of  his  superiors. 


Reluctance  to 
Discuss  His 
Problems 


Nevertheless,  a  man  such  as  this  will  be 
found  responsive  if  he  is  approached  by  some  one 
whom  he  feels  tc  be  interested  in  his  work,  and 
really  desirous  of  being  helpful.  But  he  must  be  met 
on  his  own  ground,  so  to  speak,  and  in  a  way  that 
causes  him  to  forget  himself  and  his  incapacities. 
Unless  one  gets  "under  his  skin"  and  establishes  the 
feeling  of  confidence  indispensable  tc  successful  co- 
operation, the  likelihood  of  getting  results  that  sire 
worth  while  is  indeed  remote. 

It  is  a  noteworthy  fact  that  men  who  have 
got  their  training  only  through  practical  experience 
usually  lack  ability  to  analyze  their  jobs  except  in 
the  most  superficial  manner.   To  aid  them  in  overcom- 
ing this  hEindicap  is  one  of  the  chief  functions  of  a 
training  course.   For  until  a  man  can  see  his  job  in 
detail,  he  cannot  be  expected  to  make  marked  improve- 
ment. The  first  step  toward  aiding  him  is  to  find 
out  how  fully  he  can  analyze  hie  job  at  the  time. 
This  involves  inducing  him  to  "open  up, "  and  be  led 
to  divulge  his  ideas,  however  difficult  it  may  be  to 
bring  this  to  pass.   The  competent  leader  will  some- 
how accomplish  it.   Quite  frequently  it  may  be  done 
by  assuming  a  point  of  view  which  squarely  challenges 
the  foreman.   In  his  attempt  to  defend  his  position, 
he  will  often  forget  his  inabilities,  and  reveal  what 
he  actually  thinks  about  the  matter.   Most  of  us  do 
cur  best  thinking  when  opposed. 

Regard  for  the  "square  deal"  is  another  of 
the  outstanding  characteristics  of  the  typical  fore- 
man.  It  is  to  be  expected,  however,  that  his 
standard  of  ethics  will  not  correspond  in  detail  with 
that  of  his  superiors.   That  would  not  be  true  of  the 
men  in  any  group,  regardless  of  their  respective 
occupations.   Nor  should  it  be  held  against  him  that 
be  does  not  practice  fully  what  he  holds  to  be  the 
"square"  thing.   It  la  only  the  analytical  type  of 
Bind  that  can  be  expected  to  trace  out  the  implica- 
tions of  any  principle,  and  indicate  the  correspond- 
ing line  of  conduct. 

Finally,  the  foreman  has  nothing  but  con- 
tempt for  those  who  are  oondescending  or  patronizing 
in  nature.   He  actually  considers  they  are  beneath 
him,  and  should  be  so  treated.   He  may  not  be  so 
cultured  and  refined  aa  certain  others,  and  he  may 


Untrained  in 
Analysis 


Regard  for  the 
"Square  Deal" 


regret  this  fact,  but  he  has  battled  tco  long 
afcainat  obstacles  to  look  kindly  on  those  who  do  not 
stand  "squarely  on  both  feet,"  as  he  puts  it.   His 
justifiable  pride  in  his  onm  success  must  be  reckoned 
with,  and  this  csmnot  be  done  except  through 
straightforward,  sincere  eiforts.   If  a  class  leader 
is  ignorant  regarding  certain  things,  let  him  do  what 
he  wishes  the  foreman  to  do,  namely,  ask  questions. 
The  foreman  will  respect  him  for  it,  and  a  higher 
degree  of  co-operation  will  result.  Treat  the  fore- 
man as  any  red-blooded  man  should  be  treated,  and  in 
nine  cases  out  of  ten,  he  will  satisfactorily 
respond. 

The  foregoing  facts  have  certain  rather 
definite  implications  as  to  methods  of  organizing  and 
conducting  classes  of  this  character. 

(1)  Classes  should  not  be  too  large,  nor  yet 

extremely  small.   From  fifteen  to  twenty 
is  a  good  number. 

(2)  Class  sessions  should  be  limited  in  length 

to  fifty  or  sixty  minutes,  with  the  under- 
standing that  not  to  exceed  fifteen 
additional  minutes  may  be  taken  if  the 
interest  seems  to  warrant. 

(3)  Class  sessions  should  be  held  strictly 

according  to  schedule,  starting  and  clos- 
ing on  time.  Should  the  hour  first  chosen 
prove  unsatisfactory,  it  should  be  changed 
without  delay. 

(4)  Leaders  should  be  on  hand  and  ready  for  work 

at  the  scheduled  time.   Nothing  kills  a 
class  more  quickly  than  laxness  in  the 
leader. 


(5)  Cla^s  eessio 
period  of 
The  practi 
throughout 
principle, 
the  nature 
work.  The 
proving  so 
sane  type 
schools  of 


ns  should  be  held  weekly  for  a 

twelve  or  fifteen  weeks  at  most. 

ce  of  trying  to  hold  classes 
the  entire  yeax  is  unsound  in 
since  it  does  not  accord  with 
of  those  who  are  taking  the 
"short  unit"  idea,  which  is 
successful  in  dealing  with  the 

of  individual  in  the  evening 
the  country,  applies  here. 


Points  on  Class 
Organization 


Opintono  differ  as  to  the  time  of  day  for 
the  class.   Some  say  the  class  should  be  held  on 
company  time;   others  urge  that  the  foreman  should, 
at  least,  give  his  time  if  the  company  buys  the 
course.   Still  others  advise  holding  the  cIslsq  at 
noon,  or  at  night  just  before  and  juat  after  closing. 

The  arguments  in  favor  of  holding  class 
during  working  hours  are: 

(1)  The  attendance  is  assured  if  the  men  are 
paid  for  their  time. 

(3)  Compliance  with  assignments  may  be  expected 
to  a  greater  degree. 

(3)  It  provides  opportunity  for  assistajits  to 
develop  when  the  chief  is  away. 

The  arguments  against  holding  classes  during 
working  hours  are: 

(1)  The  men  are  less  likely  to  throw  themselves 

into  it  vigorously  for  the  reason  that 
they  feel  it  is  compulsory.   They  would 
get  more  out  of  it  if  it  were  given  out- 
side the  plant. 

(2)  They  are  likely  to  resent  the  attitude  of 

the  management  if  it  seeks  to  provide 
everything,  the  course,  the  time,  and  the 
leader. 

(3)  They  dislike  to  leave  their  departments  for 

as  long  as  an  hour  at  a  time,  especially 
since  the  management  holds  them  respon- 
sible for  what  takes  place  in  the  mean- 
while. 

The  determination  of  this  important  point 
must  be  left  to  those  chiefly  concerned.   It  stands 
to  reason  that  the  same  arrangement  v/ould  not  be 
suitable  for  all  establishments. 

To  be  successful  the  class  leader  mast 
Bake  thorough  preparation.   He  will  do  well  to  bear 
in  aind  that  compulsory  attendance  is  not  operative 
in  such  classes,  and  that  as  a  result  the  responsl- 


billty  for  making  the  class  go  falls  almost  entirely 
upon  his  shoulders.   To  be  s\ire  if  the  classes  are 
held  during  working  hours  the  problem  is  different. 
But  any  leader  will  soon  wish  to  resign  his  position 
if  he  does  not  appeal  to  the  men  as  being  worth  while 
They  cannot  refrain  from  voicing  their  disapproval  in 
some  form  or  other. 

Every  pheise  of  the  lesson  should  be  con- 
sidered beforehand,  together  with  its  probable  line 
of  development  through  class  discussion.   To  do  this 
will  require  more  than  ten  or  fifteen  minutes  of 
hurried  study;   it  will  require,  rather,  several 
hours  of  careful  preparation.   Any  leader  may  rest 
assured  that  the  amount  and  quality  of  work  he  per- 
forms will  early  be  reflected  in  the  response  of  his 
students.   Likewise  he  safely  may  assume  that  his 
requests  for  co-operation  will  avail  little  or 
nothing  unless  the  character  of  his  work  is  such  as 
to  advertise  him  favorably. 

It  is  equally  essential  that  the  leader's 
preparation  shall  be  of  the  right  kind.  He  must 
clearly  understand  the  nature  of  the  service  he 
should  render.   Since  his  chief  function  is  to  direct 
the  development  of  others  he  should  devise  ways  and 
means  of  stimulating  his  students  to  do  the  work  he 
lays  out,  and  to  do  it  in  the  right  way.   It  would 
be  difficult  to  overemphasize  this  point.   Getting 
work  out  of  the  other  fellow,  work  of  the  right  sort, 
should  be  ever  in  the  mind  of  those  who  direct  others 
If  the  men  in  the  class  do  not  give  considerable 
thought  to  the  work  during  the  week,  it  is  a  foregone 
conclusion  that  they  will  derive  little  benefit  from 
it.   The  main  lines  of  thought  should  be  determined 
by  wise  direction;   likewise  what  shall  constitute 
the  kernel  of  the  next  session's  thought  should  be 
indicated  at  the  close  of  each  class  session.   Two  or 
three  Important  lines  of  thought  are  always  prefer- 
able to  several  more  or  less  unimportant  ones. 

Definite  assignments  are  necessary  but  they 
•hould  be  sparingly  given,  especially  at  first.   It 
lust  not  be  forgotten  that  these  men's  minds  are 
occupied  with  various  kinds  of  problems  throughout 
the  day.   They  cannot  be  expected,  therefore,  to 
ftsaume  much  additional  load.   The  wise  thing  to  do  is 
to  relate  the  assignment  to  each  man's  Job  in  such  a 


Keeping  the 
Student  at 
Work 


way  that  he  will  almost  be  forced  to  think  about  it 
when  engaged  in  hia  daily  work.   It  will  be  found 
advisable  at  times  to  assign  the  same  question  or 
questions  to  certain  members  of  the  class,  and  other 
questions  to  other  members. 

The  manner  of  assi^in^  these  tasks  must 
also  be  given  careful  attention.   Be  sure  that  the 
assignment  is  clear.   These  men  are  unaccustomed,  for 
the  most  part,  to  written  directions,  and  are  likely 
to  gain  an  entirely  wrong  conception.   Because  of 
this  it  will  be  well  to  take  several  minutes  at  each 
session  to  talk  over  the  work  for  the  next  session. 
In  case  any  of  the  men  are  asked  to  report  at  a  later 
date,  care  should  be  taken  to  note  the  date  of  such 
report,  und  to  give  a  reminder  beforehand  to  the  one 
who  is  to  make  the  report.   Careless  bookkeeping  on 
the  part  of  leaders  is  often  responsible  for  loss  of 
Interest  on  the  part  of  class  members.   Why  should  a 
leader  hold  the  respect  of  his  students  if  he  aske 
for  reports  and  then  forgets  all  about  them?   If  they 
are  worth  while  asking  for  they  certainly  should  be 
worth  following  up.  The  "follow-up"  is  just  as 
essential  in  educational  work  as  in  business. 

The  course  in  management  for  foremen  was 
organized  so  as  to  indicate  as  well  as  to  develop 
lines  of  thought.   The  questions  for  each  unit  are 
intended  to  serve  a  two-fold  purpose,  namely,  to 
indicate  desirable  points  for  discussion  and  to 
serve  as  a  model  for  other  questions  which  the  leader 
should  see  fit  to  devise.   It  need  not  be  pointed  out 
that  back  of  all  this  is  the  conviction  that  men  of 
the  foreman  type  will  derive  greatest  good  from 
training  courses  when  they  are  led  to  take  active 
part  in  the  discussion.   The  question,  of  course,  is 
the  chief  means  of  stimulating  them  to  take  part.   It 
is  likewise  the  chief  means  of  finding  out  what  the 
student  knows,  and  should  therefore  be  used  freely, 
yet  wisely.   One  is  in  no  position  to  help  another 
until  he  knows  what  kind  of  help  the  other  person 
needs. 

Since  these  men  are  not  accuutomed  tc 
carrying  on  discussions  of  the  kind  set  forth  in  this 
course,  and  sinob  also  men  with  their  training  have 
great  difficulty  in  keeping  to  the  point  in  a  dis- 
cussion, it  will  be  advantageous  for  all  to  have  the 


8 


Stimulating 
Discussion 


point  under  discussion  posted  up  in  a  conspicuous 
place.   In  case  duplicate  copies  of  the  material  for 
the  lesson  are  already  in  the  hands  of  the  men,  it 
will  be  sufficient  if  the  new  point  is  placed  on  the 
blackboard  or  in  some  other  place  provided  for  the 
purpose.   The  value  of  this  advice  will  be  duly 
appreciated  after  the  leader  haa  vainly  attempted  to 
keep  the  men  from  drifting  away  from  the  point  on 
different  occasions.   He  will  soon  find,  if  he  does 
not  already  know  it,  that  it  is  the  exception  rather 
than  the  rule  for  such  men  to  stick  to  the  original 
point  of  discussion  for  even  five  or  ten  minutes,  not 
to  mention  a  half-hour.   The  usual  thing  is  for  them 
to  drift  so  far  away  that  they  are  actually  unable  to 
recall  their  starting  point.  Such  procedure  la 
dangerous,  since  it  tends  to  make  the  course  point- 
less. 

Any  suggestions  or  criticisms  of  worth 
while  character  should  be  noted  down  by  the  leader, 
and  reintroduced  into  the  discussion  at  the  opportune 
moment.   If,  as  is  likely  to  happen,  any  of  these 
should  be  brought  to  the  attention  of  the  management 
in  order  that  action  may  be  taken  and  the  men  noti- 
fied, by  all  means  increase  the  confidence  of  the  men 
by  seeing  that  the  reports  are  made  in  a  thoroughly 
businesslike  manner. 

Avoid  leaving  a  lot  of  "loose  enda"  at  the 
close  of  the  sessions.   It  ia  only  too  easy  to  have 
an  interesting  time  during  the  class,  and  yet  get 
nowhere  in  particular.   Specific  progress  should  mark 
every  session.  The  men  should  leave  with  the  feeling 
that  at  least  two  or  three  good  points  have  been  care- 
fully considered.   That  this  may  be  true  will 
necessitate  much  care  at  times  on  the  leader's  part. 
He  will  need  to  watch  the  clock;   to  guide  the  dis- 
cuaaion;   to  inject  new  thought  perhaps;   to  call  the 
men  back  to  the  original  point,  all,  of  course,  in  a 
tactful  and  courteous  manner.   Otherwise  many 
seaaions  will  be  largely  profitless. 

One  of  the  chief  meana  of  self -development 
ia  getting  new  points  of  view.   This  is  usually  done 
through  contact  with  others.   Because  of  this, 
aelected  references  to  books  and  magazine  articlea 
have  been  given  with  each  unit  of  the  course.   Some 
of  the  men  will  read  these,  or  at  least  the  best  of 


9 


Definite 
Progress 


References 
for  Reading 


them,  if  the  leader  is  wise  enough  to  indicate  the 
nature  of  the  references.   What  he  does  in  this 
respect  may  mean  everything  to  some  of  the  men.   He 
must  remember  that  their  time  is  limited  and  that 
they  will  read  only  what  they  find  to  be  of  direct 
value  to  them. 


10 


For  the  leader's  convenience  the  following 
summary  is  given.   The  various  points,  it  will  be 
noted,  correspond  with  those  heretofore  discussed: 

(1)  They  are  practical  men  with  considerable 

experience  and  well-established  habits. 

(2)  They  are  specialists  in  their  line. 

(3)  They  firmly  believe  that  "practice  makes 

perfect. " 

(4)  They  are  usually  somewhat  jealous  of 

authority. 

(5)  They  are  inclined  to  be  skeptical  regsirding 

training  schemes  of  any  kind. 

(6)  They  are  often  hesitant  about  discussing 

their  problems  with  those  above  them. 

(7)  They  almost  invariably  lack  ability  to 

analyze  their  jobs  in  a  scientific  manner. 

(8)  They  do  their  best  thinking  when  antagoniz- 
ed. 

(9)  They  have  learned  almost  exclusively  through 
the  "trial  and  error"  method. 

(10)  They  usually  respond  to  suggestions  which 
seem  practicable  to  them. 

(11)  They  have  high  regard  for  the  "square  deal." 

(12)  They  thorougrhly  enjoy  "showing  up"  college 
men  etnd  others  who  have  obviously  had 
better  educational  opportunities. 


Characteristics 
of  Foremen  — 
Summary 


11 


(1)  Make  use  of  suitable  questions  on  the  fore- 

man '  s  j  ob . 

(2)  Invite  and  encourage  free  discussion  of  his 

problems. 

(3)  Place  subject  or  topic  under  discussion  in  a 

conspicuous  place  and  hold  men  to  the 
point. 

(4)  Make  careful  note  of  suggestions  or  critl-' 

cisms  offered. 

(5)  Plan  work  so  as  to  finish  a  unit  or  a 

definite  part  of  a  unit  at  each  session. 

(6)  If  a  point  under  discussion  or  question 

raised  requires  executive  action,  see 
that  something  is  done  about  it.   The 
leader  should  always  study  the  material 
carefully;   often  he  should  add  other 
material  of  more  intimate  nature. 

(7)  Take  time  to  read  references. 

(8)  Men  ajre  more  likely  to  read  worthwhile 

references  if  they  know  that  the  leader 
is.  doing  this  himself. 

(9)  Occasional  talks  by  heauis  of  departments  or 

by  outsiders  on  live  topics  will  prove 
helpful.   Make  free  and  effective  use  of 
charts  and  graphs. 


Conclusions 
Regarding 
Methods  to  be 
Employed 


Makers 

Syranjse,  N.  Y 

w  i»  :mioi 


5014S1 


UNIVERSITY  OF  CALIFORNIA  UBRARY 


UNIVERSITY  OF  C\LIFORNIA  LIBRARY 
BERKELEY 

Return  to  desk  from  which  borrowed. 
This  book  is  DUE  on  the  last  date  stamped  below. 


5Apr'4s 


LD  tl-IOOs-«,-4«  (B*»»al « ) 47« 


^ 


